© Steve Whitmore May 2017 Writing Abstracts & Paragraph...

Abstracts and Paragraphing 1 of 31

Writing Abstracts &

Paragraph Organization

© Steve Whitmore

May 2017


Learning Objectives

By the end of this module, you will be able to do the

following:

Recognize the differences between an abstract, an

extended abstract, a briefing paper, and an executive

summary

Recognize the idiosyncratic nature of paragraphs

Analyze the organization of paragraphs according to

levels of generality

Restructure paragraphs so they follow the general to

specific pattern


Continuum of Abstracts

Informative PersuasiveDescriptive

Extended AbstractAbstract

Briefing Paper

Executive Summary


Three Types of Abstracts

Informative:

Communicates the content of a report or paper

Allows readers to determine whether or not to read it

Highlights key points (methods, scope, results,

conclusions, and recommendations)

Relatively short (1 paragraph to 1 page)

Examples: technical report, thesis, and journal abstracts



Three Types of Abstracts (cont’d)Descriptive:

Outlines what a report or paper will contain

Typically highlights research in progress

Introduces subject to reader (who will make a decision to

publish)

Often somewhat tentative in tone

Highlights key points (purpose, methods, scope, but

often omits results and conclusions)

Length varies (1 page to 25 pages)

Examples: extended abstracts for papers and theses

(i.e., thesis proposals)



Three Types of Abstracts (cont’d)

Persuasive:

Evaluates the content of a report

Often the only thing read by busy readers

Provides background and evaluates conclusions/

recommendations

Often overtly persuasive

Moderately long (1 page to 10 pages)

Examples: executive summary, political briefing paper



Characteristics of Abstracts

Uses appropriately structured paragraphs (usually

general to specific sentence pattern)

Relationship of specific ideas to general topic is clear

Follows introduction-body-conclusion structure

Contains no information that is not in the report

Avoids use of acronyms, equations, references

Language is appropriate for audience

As concise as possible

Carefully edited for grammar, spelling, punctuation, etc.


Process for Abstracts

Generally written upon completion of report

Ensure it doesn’t simply parrot the introduction (or other

parts of the report)

Reread the report

Write a draft without referring to the report

Revise draft looking at organization, conciseness, and

omissions

Edit carefully for correctness and spelling

Ask a colleague to review draft

Paragraphing and Culture

English Semitic Oriental Romance

12 of 31

A fundamental problem in writing relates to paragraph

structure, in part because their structure is assumed to

be internalized by writers. But how we organize ideas is

culture-specific. This fact can make paragraph structure

particularly challenging for ESL/EAL learners.

Abstracts and Paragraphing


Principles of ParagraphingFive Guidelines for English Paragraphs:

1. A paragraph is a set of sentences around a common theme.

2. English paragraphs usually follow a sentence-relative pattern

of general to specific organization.

3. A paragraph is rarely longer than it is wide (except in

newspapers/magazines/some journals)

4. Organization & structure depends upon an idiosyncratic

blend of the preceding three points.

5. English sentences often follow common patterns: Deductive

(general to specific), Inductive (specific to general), and

Sequential.

NB. Paragraph organization is far more important to reader

understanding than grammatical correctness!!!

Common English Paragraph Patterns


Specific to General

• Chronological

• Procedural

• Instructional

• Cause and effect

General to Specific

• Spatial description

• Statement then illustration

• Statement then supporting evidence

• Definitions (extended)

• Compare and contrast

Sequential


Example ParagraphFeature tracking is important in many applications of computer vision, including structure from motion [7], [8], [15], [17], [22], image synthesis [1], [11] and active motion tracking [4], [16], [17]. Image transfer is a method to perform feature tracking. Image transfer has been developed for transferring scene points from known views. Previous research can be classified as geometric and algebraic. Geometric image transfer uses camera geometry relating the image measurements and the structure of the scene. The camera matrices and the shape of target objects usually must be recovered to perform image transfer. Mundy and Zisserman [10] established an image transfer model based on a linear representation using four control points with an affine camera model. Shapiro [17] designed an image transfer algorithm that was applied to clusters of reference points matched over sequential images. Tomasi and Kanade [22] applied a factorization method to calculate the intermediate camera matrices and the shape of the target object point to achieve affine image transfer. Reid, et al. [4], [16] applied a similar transfer method to active motion tracking.


Example Paragraph (Theme Shown)Feature tracking is important in many applications of computer vision, including structure from motion [7], [8], [15], [17], [22], image synthesis [1], [11] and active motion tracking [4], [16], [17]. Image transfer is a method to perform feature tracking. Image transfer has been developedfor transferring scene points from known views. Previous research can be classified as geometric and algebraic. Geometric image transferuses camera geometry relating the image measurements and the structure of the scene. The camera matrices and the shape of target objects usually must be recovered to perform image transfer. Mundy and Zisserman [10] established an image transfer model based on a linear representation using four control points with an affine camera model. Shapiro [17] designed an image transfer algorithm that was applied to clusters of reference points matched over sequential images. Tomasi and Kanade [22] applied a factorization method to calculate the intermediate camera matrices and the shape of the target object point to achieve affine image transfer. Reid, et al. [4], [16] applied a similar transfer method to active motion tracking.


Analysing Paragraph OrganizationKey Terms: Generalization, Specification

Think of trees as sentences in a paragraph

Coordinate (Pine)

Coordinate (Cedar)

Subordinate (Red Cedar, Yellow Cedar)

Superordinate (Hemlock)

Superordinate (Coniferous Trees)

In other words, related sentences create taxonomies of

ideas in paragraphs ;-)


Levels of Generality1. Feature tracking . . . .

2. Image transfer . . . .


4. Previous research . . . .

5. Geometric image transfer . . . .

6. The camera matrices . . . .

7. Mundy and Zisserman . . . .

8. Shapiro . . . .

9. Tomasi and Kanade . . . .

10. Reid, et al. . . . .

Paragraph is

too long and

too deep for

the human

mind to easily

comprehend

(10 sentences

& 7 levels).


Breaking up the Paragraph1. Feature tracking . . . .







2. Shapiro . . . .


4. Reid, et al. . . . .

Paragraph

is still too

deep.

Paragraph

lacks a

transition.









5. Shapiro . . . .


7. Reid, et al. . . . .

Now the paragraphs

can be processed by

the human mind.









1. Shapiro . . . .


1. Reid, et al. . . . .

Or perhaps this would

suffice for a popular

magazine (could add

a transitional phrase

or sentence to the

final group).


An Exercise Work in a group.

Using the supplied abstract, analyze the paragraphs in the abstract for levels of generality.

Record your results on the supplied worksheet.

Hint: It is helpful to treat sentences which use a semicolon or which use a comma followed by the word “and” (compound sentences) as two sentences. The same procedure can be applied to lists where the items in the list are quite lengthy.

Note: Minor variations in reading are common.


Abstract Paragraph #1

1. Nemo 1-D . . . .

2. There are four . . . :

3. 1) the treatment of . . . ,

4. 2) accurate description of . . . ,

5. 3) quantum charge self-consistency . . . ,

6. 4) the proper numerical integration . . . .

3 levels & 3 sentences – relatively

easy to follow.



1. The treatment of . . . :

2. 1/2) a left right reservoir . . . ,

3. 3) a central device region . . . ,

4. The central device region . . . .

5. The left/right reservoirs . . . .

6. Despite the successful . . . :

7. How good is . . .?

8. The expansion of . . . .

6 levels & 6 sentences – cognitively

demanding to follow.



1. It can be shown . . . .

2. The expression holds . . . .

3. Continually assuming . . . .

OR

1. It can be shown . . . .

2. The expression holds . . . .

3. Continually assuming . . . .

2 or 3 levels and 3

sentences – simplicity.



1. The model is tested . . . .

2. Figure 1a shows . . . .

3. A resistor-like . . . .

4. However, the overall . . . .

5. This is particularly evident . . . .

6. The peak current . . . .

7. Also shown is . . . .

8. It is noted here . . . .

9. A mobility of . . . .

5 levels & 9 sentences – Arghh!

Where could

we break this

paragraph?


Announcements

Your Extended Abstracts are due on Weds, May 24th

A day or two late is OK

One to two pages (only one page may be text, 12 point

font, single-spaced)

Use template on course website (see next page)

E-mail to me as an attached .pdf file ([email protected])

I am aiming for a one week turn-around.


Abstract Template


Discourse Analysis Teams

Starting on May 29th, you will be working in teams of

4-5 to complete the discourse analysis exercises:

Team Green

Team Red

Team Blue

Team Orange



Conclusion

Reflections: How well do you understand English

paragraph structure?

Reading: Strategies pp. 188-194, 322-324, 343-345

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